My characteristics as a tutor

I consider that a effective tutor is the person who doesn't stop learning. I have actually always been an interested one, that is the characteristic of a scientist. I have been both a student and a teacher, and I have devoted a lot of quality time, effort, and finances into my personal education. Years of physics and maths courses, physics research and lab work have changed me even more into one. Thus, it needs to come as no surprise that I have a really scientific manner of tutoring. Here is what I mean by that.

What a student thinks about really matters

The basic part of the scientific method is experimentation. This is the process which gives quality to the scientific discoveries: we did not just believe this could be a great idea, but instead we gave it a go, and it worked. This is the theory I like to use at my work. Whether I feel that a special way to clarify a material is actually smart, or comprehensible, or exciting does not actually matter. What important is what the child, the receiver of my explanation, thinks of it. I have a pretty assorted background from which I evaluate the benefit of an explanation from the one my students have, both because of my greater knowledge and experience with the topic, and simply due to the varying degrees of curiosity all of us have in the subject matter. Therefore, my opinion of a clarification will not always match the students'. Their opinion is definitely the one that is of importance.

Students’ feedback

It fetches me to the topic regarding ways to determine what my learners' point of view is. Again, I seriously am confident of scientific principles for this. This time, I make extensive operate of observation, but performed in as much of a detached manner as it can, the same as scientific observation ought to be performed. I check for feedback in students' facial and bodily expressions, in their activity, in the way they express themselves both once inquiring and also while trying to explain the theme on their own, in the success at using their recently obtained knowledge in order to fix problems, in the special nature of the mistakes they produce, and in any other situation which may provide me information about the efficiency of my methods. Armed with this info, I am able to modify my teaching to better fit my students, so I can easily enable them to grasp the material I am explaining. The technique which results from the mentioned above thoughts, together with the belief that a teacher should seek not just to transmit information and facts, but to guide their scholars reason and comprehend is the basis of my mentor approach. Every little thing I do as a tutor is derived from all these concepts.